Kusmaul Nancy, Wladkowski Stephanie P, Hageman Sally, Gibson Allison, Mauldin Rebecca L, Greenfield Jennifer C, Fields Noelle L
School of Social Work, University of Maryland Baltimore County, Baltimore, MD, USA.
School of Social Work, Eastern Michigan University, Ypsilanti, MI, USA.
J Gerontol Soc Work. 2019 Nov-Dec;62(8):828-845. doi: 10.1080/01634372.2019.1686097. Epub 2019 Oct 29.
Developing faculty interested in aging may help social work meet the needs of our growing aging population. However, doctoral students need a variety of supports to complete PhDs and become gerontological social work faculty. This study explored one program's role in supporting the development of social work doctoral students to faculty in gerontology. An e-mail invitation was sent to all former participants (2010-2016 cohorts) of the Association for Gerontology Education in Social Work (AGE Pre-Dissertation Fellows Program (PDFP). The 38-question online survey consisted of Likert-type scales, multiple answers, and one open-ended question per section about the program's impacts on their academic career development in teaching, research, mentoring, and support. Forty-five respondents, representing all six cohorts, completed the survey. More than half reported that the PDFP contributed to their ability to publish their research (64.4%, n = 29), grow their professional network (86.7%, n = 39, and teach (55.5%, n = 25). Doctoral programs provided different experiences than the PDFP, including mentoring, methodological training, professional development, networking, and peer support. Results suggest the PDFP provides content recipients value that supplements instruction received in their institutions. The program's ability to connect students to each other and to national leaders enhances their career development and socialization into academic roles.
培养对老龄化问题感兴趣的教师，可能有助于社会工作满足日益增长的老龄人口的需求。然而，博士生需要各种支持才能完成博士学位并成为老年社会工作教师。本研究探讨了一个项目在支持社会工作博士生发展成为老年学教师方面所起的作用。向老年社会工作教育协会（老年学预博士奖学金项目（PDFP））的所有前参与者（2010 - 2016届）发送了电子邮件邀请。这份包含38个问题的在线调查由李克特量表、多项选择题以及每个部分一个关于该项目对他们在教学、研究、指导和支持方面学术职业发展影响的开放式问题组成。45名代表所有六个届次的受访者完成了调查。超过一半的受访者表示，PDFP有助于他们发表研究成果（64.4%，n = 29）、拓展专业网络（86.7%，n = 39）以及进行教学（55.5%，n = 25）。博士项目提供了与PDFP不同的经历，包括指导、方法培训、专业发展、网络拓展和同伴支持。结果表明，PDFP为内容接收者提供了补充其在所在机构所接受教学的价值。该项目将学生相互联系起来并与国家领导人建立联系的能力，增强了他们的职业发展以及融入学术角色的社会化进程。
